惩恶、扶弱与扬善：欺凌防治视角的第三方惩罚、补偿与奖励

doi:10.3724/SP.J.1041.2026.2069

摘要/Abstract

摘要： 中小学生可能会为了维护反欺凌群体规范而做出间接的第三方行为。本研究采用经济博弈范式与假想情境范式, 以1011名小学、初中与高中学生为对象, 考察欺凌现象中具有防治作用的第三方惩罚、补偿、奖励及其性别与学龄段差异。结果表明：欺凌假想情境下, 中小学生均愿意对欺凌者实施第三方惩罚、对受欺凌者实施第三方补偿(二元情境中社会性第三方补偿除外)、对保护者实施第三方奖励; 相比于没有保护者的欺凌情境, 中小学生在有保护者的欺凌情境中会对欺凌者实施显著更强的经济性第三方惩罚。男生的经济性第三方惩罚与补偿水平显著高于女生; 高中生的社会性第三方惩罚水平显著高于初中生和小学生。研究发现证实了中小学生在欺凌假想情境中会表现出“惩恶、扶弱、扬善”的群体内互动方式, 为后续探索非冲突性反欺凌行为及干预方案开发提供了方向性依据。

关键词: 中小学生, 欺凌, 第三方惩罚, 第三方补偿, 第三方奖励

Abstract: Bullying is a widespread aggressive behavior in school environments in which stronger individuals intentionally harm weaker peers who are unable to defend themselves effectively. Direct confrontation with bullies may incur retaliation or social risks, making indirect and non-conflictive third-party behaviors feasible paths to uphold anti-bullying norms. On the basis of the framework of punishing bullies, compensating victims, and rewarding defenders, this study systematically explored third-party punishment, compensation, and reward behaviors among primary, junior high, and senior high school students, as well as their differences across gender and school stages in bullying contexts.
A total of 1011 students from primary, junior high, and senior high schools participated in three sequential studies using economic game paradigms and hypothetical scenario paradigms. Study 1 adopted a 2 (gender: male vs. female) × 3 (school stage: primary vs. junior high vs. senior high) between-subjects design to examine third-party punishment and compensation in the “bully-victim” dyadic interaction context. Study 2 extended to the “bully-victim-defender” triadic interaction context, adding third-party rewards as an outcome variable while maintaining the same design as Study 1. Study 3 integrated data from Studies 1 and 2, using a 2 (defender presence: absent vs. present) × 2 (gender) × 3 (school stage) between-subjects design to compare differences in third-party punishment and compensation across the two contexts.
The results showed that, in hypothetical bullying contexts, students showed both social and economic third-party punishment toward bullies, third-party compensation toward victims (except for social third-party compensation in the dyadic context without a defender), and both social and economic third-party rewards toward defenders when a defender was present, with both social (e.g., helping willingness) and economic (e.g., token allocation) dimensions examined. Compared with the dyadic context (without defenders), the triadic context (with defenders) significantly enhanced students' economic third-party punishment toward bullies. Senior high school students exhibited significantly higher levels of social third-party punishment toward bullies than junior high school and primary school students. Males showed significantly higher levels of economic third-party punishment and compensation than females. Junior high school females demonstrated higher social third-party rewards, whereas senior high school males showed higher levels of both social and economic third-party rewards.
These findings suggest that primary and secondary school students show third-party behavioral tendencies consistent with punishing bullies, compensating victims, and rewarding defenders in hypothetical bullying contexts. The presence of defenders strengthens norm enforcement by enhancing economic punitive behaviors, and third-party behaviors exhibit distinct developmental and gender-specific characteristics. Given that this study relied on hypothetical scenarios, helping willingness, and token allocation, the findings should not be interpreted as direct evidence for the effectiveness of real-world school-based interventions. Rather, they provide a directional basis for future exploration of non-conflictive anti-bullying behaviors and intervention design.

Key words: primary and secondary school students, school bullying, third-party punishment, third-party compensation, third-party reward

中图分类号:

B844

王帆, 陈光辉, 陈培坤, 智诺, 常源, 贤业敏, 张文新. (2026). 惩恶、扶弱与扬善：欺凌防治视角的第三方惩罚、补偿与奖励. 心理学报, 58(10), 2069-2081.

WANG Fan, CHEN Guanghui, CHEN Peikun, ZHI Nuo, CHANG Yuan, XIAN Yemin, ZHANG Wenxin. (2026). Punishing bullies, compensating victims, and rewarding defenders: Third-party behaviors from the perspective of bullying prevention and intervention. Acta Psychologica Sinica, 58(10), 2069-2081.

参考文献

[1] Al-Alawi K. S., Eltayib R. A. A., Al Saadoon M., Alhaj A. H., Aldhafri S., Al-Adawi S., & Chan M. F. (2025). Efficacy of psycho-educational interventions on school bullying in social isolation, loneliness and PTSD among schoolchildren: A systematic review and meta-analysis.Child: Care, Health and Development, 51(2), e70062.
[2] Alsawalqa R., Alrawashdeh M., & Hasan S. (2021). Understanding the Man Box: The link between gender socialization and domestic violence in Jordan.Heliyon, 7(10), e08264.
[3] Andrews J. L., Ahmed S. P., & Blakemore S. J. (2021). Navigating the social environment in adolescence: The role of social brain development.Biological Psychiatry, 89(2), 109-118.
[4] Artavia-Mora L., Bedi A. S., & Rieger M. (2017). Intuitive help and punishment in the field.European Economic Review, 92, 133-145.
[5] Balafoutas L., Nikiforakis N., & Rockenbach B. (2014). Direct and indirect punishment among strangers in the field.Proceedings of the National Academy of Sciences of the United States of America, 111(45), 15924-15927.
[6] Baum G., Cui Z., Roalf D., Ciric R., Betzel R., Larsen B., ... Satterthwaite T. (2020). Development of structure-function coupling in human brain networks during youth.Proceedings of the National Academy of Sciences of the United States of America, 117(1), 771-778.
[7] Camacho A., Runions K., Ortega-Ruiz R., & Romera E. (2025). Norm misperception and witnessing bullying: The role of individual and contextual characteristics.Journal of Adolescence, 97(7), 1807-1817.
[8] Chen, G. H. (2014). The perception to definition of Qifu phenomenon from primary and junior middle students.Studies of Psychology and Behavior, 12(5), 639-644.
[陈光辉. (2014). 中小学生对欺负现象本质内涵的感知.心理与行为研究, 12(5), 639-644.]
[9] Chen G., Kong Y., Deater-Deckard K., & Zhang W. (2018). Bullying victimization heightens cortisol response to psychosocial stress in Chinese children.Journal of Abnormal Child Psychology, 46(5), 1051-1059.
[10] Chen G., Zhang W., Zhang W., & Deater-Deckard K. (2020). A “defender protective effect” in multiple-role combinations of bullying among Chinese adolescents. Journal of Interpersonal Violence, 35(7-8), 1587-1609.
[11] Chen Q., Lin W., Wu Q., & Chan K. L. (2025). The effectiveness of interventions on bullying and cyberbullying bystander: A meta-analysis.Trauma, Violence, & Abuse, 26(5), 938-954.
[12] Darley, J. M., & Pittman, T. S. (2003). The psychology of compensatory and retributive justice.Personality and Social Psychology Review, 7(4), 324-336.
[13] de Kwaadsteniet E. W., Rijkhoff S. A., & van Dijk E. (2013). Equality as a benchmark for third-party punishment and reward: The moderating role of uncertainty in social dilemmas.Organizational Behavior and Human Decision Processes, 120(2), 251-259.
[14] Decrop R., McManamon B., Williams K., Houlihan K., Bok H. C., Knestrick K., ... Cauffman E. (2025). Cognitive loopholes of crime: Mapping the codevelopment of moral disengagement within perceptions of risks and rewards.Journal of Research on Adolescence, 35(3), e70056.
[15] Dhaliwal N. A., Patil I., & Cushman F. (2021). Reputational and cooperative benefits of third-party compensation.Organizational Behavior and Human Decision Processes, 164(7), 27-51.
[16] Eagly, A. H., & Wood, W. (1999). The origins of sex differences in human behavior: Evolved dispositions versus social roles.American Psychologist, 54(6), 408-423.
[17] Faul F., Erdfelder E., Buchner A., & Lang A. G. (2009). Statistical power analyses using G*Power 3.1: Tests for correlation and regression analyses.Behavior Research Methods, 41(4), 1149-1160.
[18] Fehr, E., & Fischbacher, U. (2004). Third-party punishment and social norms.Evolution and Human Behavior, 25(2), 63-87.
[19] Feijóo S. S., O'Higgins-Norman J., Foody M., Pichel R., Braña T., Varela J., & Rial A. (2021). Sex differences in adolescent bullying behaviours.Psychosocial Intervention, 30(2), 95-100.
[20] Fox C. L., Jones S. E., Stiff C. E., & Sayers J. (2014). Does the gender of the bully/victim dyad and the type of bullying influence children's responses to a bullying incident?Aggressive Behavior, 40(4), 359-368.
[21] Gaffney H., Ttofi M., & Farrington D. (2021). What works in anti-bullying programs? Analysis of effective intervention components.Journal of School Psychology, 85, 37-56.
[22] Geraci, A., & Surian, L. (2021). Toddlers' expectations of third-party punishments and rewards following an act of aggression.Aggressive Behavior, 47(5), 521-529.
[23] Grueneisen, S., & Warneken, F. (2022). The development of prosocial behavior-from sympathy to strategy.Current Opinion in Psychology, 43, 323-328.
[24] Gutierrez B. C., Halim M. L. D., Martinez M. A., & Arredondo M. (2020). The heroes and the helpless: The development of benevolent sexism in children. Sex Roles, 82, 558-569.
[25] Hall H. K., Millear P. M., Summers M. J., & Isbel B. (2021). Longitudinal research on perspective taking in adolescence: A systematic review.Adolescent Research Review, 6(2), 125-150.
[26] Hawkins D. L., Pepler D. J., & Craig W. M. (2001). Naturalistic observations of peer interventions in bullying.Social Development, 10(4), 512-527.
[27] Jordan J., Hoffman M., Bloom P., & Rand D. (2016). Third- party punishment as a costly signal of trustworthiness.Nature, 530, 473-476.
[28] Knauf, R. K., & Eschenbeck, H. (2025). School bullying and cyberbullying-associations of student's roles with social- cognitive and affective reactions.Social Psychology of Education, 28(1), 51.
[29] Laninga‐Wijnen L., Malamut S. T., Garandeau C. F., & Salmivalli C. (2023). Does defending affect adolescents' peer status, or vice versa? Testing the moderating effects of empathy, gender, and anti‐bullying norms.Journal of Research on Adolescence, 33(3), 913-930.
[30] Ma R., Wu N., Tian M. Q., & Wu Z. (2023). Punishing perpetrators or compensating victims: The third-party punishment motivation of children aged 7-10.Chinese Science Bulletin, 68(17), 2258-2268.
[马睿, 吴南, 田莫千, 伍珍. (2023). 惩恶还是扶弱: 7~10岁儿童第三方惩罚的动机.科学通报, 68(17), 2258-2268.]
[31] Ma, T. L., & Chen, W. T. (2019). The benefits of being defended: Perceived bystander participant roles and victims' emotional and psychosocial adjustment.Journal of School Violence, 18(1), 77-91.
[32] Ma T. L., Meter D. J., Chen W. T., & Lee Y. (2019). Defending behavior of peer victimization in school and cyber context during childhood and adolescence: A meta-analytic review of individual and peer-relational characteristics.Psychological Bulletin, 145(9), 891-928.
[33] Michalska K. J., Kinzler K. D., & Decety J. (2013). Age- related sex differences in explicit measures of empathy do not predict brain responses across childhood and adolescence.Developmental Cognitive Neuroscience, 3, 22-32.
[34] Molho C., Tybur J. M., Van Lange P. A., & Balliet D. (2020). Direct and indirect punishment of norm violations in daily life.Nature Communications, 11(1), 3432.
[35] Ng K., Niven K., & Hoel H. (2020). ‘I could help, but..': A dynamic sensemaking model of workplace bullying bystanders.Human Relations, 73(12), 1718-1746.
[36] Olweus, D. (1993). Bullying at school: What we know and what we can do. Oxford, UK: Blackwell.
[37] Priess H. A., Lindberg S. M., & Hyde J. S. (2009). Adolescent gender-role identity and mental health: Gender intensification revisited.Child Development, 80(5), 1531-1544.
[38] Richard F. D., Bond C. F., Jr., & Stokes-Zoota J. J. (2003). One hundred years of social psychology quantitatively described.Review of General Psychology, 7(4), 331-363.
[39] Romer D., Reyna V. F., & Satterthwaite T. D. (2017). Beyond stereotypes of adolescent risk taking: Placing the adolescent brain in developmental context.Developmental Cognitive Neuroscience, 27, 19-34.
[40] Salmivalli C., Lagerspetz K., Björkqvist K., Österman K., & Kaukiainen A. (1996). Bullying as a group process: Participant roles and their relations to social status within the group.Aggressive Behavior, 22(1), 1-15.
[41] Salmivalli, C., & Voeten, M. (2004). Connections between attitudes, group norms, and behaviour in bullying situations.International Journal of Behavioral Development, 28(3), 246-258.
[42] Silvers, J. (2022). Adolescence as a pivotal period for emotion regulation development.Current Opinion in Psychology, 44, 258-263.
[43] Thornberg R., Pozzoli T., & Gini G. (2022). Defending or remaining passive as a bystander of school bullying in Sweden: The role of moral disengagement and antibullying class norms. Journal of Interpersonal Violence, 37(19-20), NP18666-NP18689.
[44] Toribio-Flórez D., Saße J., & Baumert A. (2023). “Proof under reasonable doubt”: Ambiguity of the norm violation as boundary condition of third-party punishment.Personality and Social Psychology Bulletin, 49(3), 429-446.
[45] Turillo C. J., Folger R., Lavelle J. J., Umphress E. E., & Gee J. O. (2002). Is virtue its own reward? Self-sacrificial decisions for the sake of fairness.Organizational Behavior and Human Decision Processes, 89(1), 839-865.
[46] Van der Graaff J., Carlo G., Crocetti E., Koot H. M., & Branje S. (2018). Prosocial behavior in adolescence: Gender differences in development and links with empathy.Journal of Youth and Adolescence, 47(5), 1086-1099.
[47] van der Ploeg R., Kretschmer T., Salmivalli C., & Veenstra R. (2017). Defending victims: What does it take to intervene in bullying and how is it rewarded by peers?Journal of School Psychology, 65, 1-10.
[48] Warthen K. G., Boyse-Peacor A., Jones K. G., Sanford B., Love T. M., & Mickey B. J. (2020). Sex differences in the human reward system: Convergent behavioral, autonomic and neural evidence.Social Cognitive and Affective Neuroscience, 15(7), 789-801.
[49] Xiao S. X., Hashi E. C., Korous K. M., & Eisenberg N. (2019). Gender differences across multiple types of prosocial behavior in adolescence: A meta-analysis of the prosocial tendency measure-revised (PTM-R).Journal of Adolescence, 77, 41-58.
[50] Yang H., Zhang Y., Lyu Y., & Tang C. (2023). Group bias under uncertain environment: A perspective of third-party punishment.Acta Psychologica, 237, 103957.
[51] Zhang, W. X. (2023). The definition of bullying: From cross- cultural and developmental perspectives.Psychological Development and Education, 39(4), 590-598.
[张文新. (2023). 欺凌的界定: 文化和发展的视角.心理发展与教育, 39(4), 590-598.]
[52] Zhao K., Yan Y., Zhou Z. E., Xiao S., Shan D., & Iqbal M. (2025). Punish or help? Third parties' constructive responses to witnessed workplace incivility: The role of political skill.Humanities and Social Sciences Communications, 12, 516.